[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591913-105":59,"doc-detail-591913-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-effect-of-the-challenge-based-learning-model-on-critical-thinking-skills-and-learning-outcomes-research","The Effect of the Challenge Based Learning Model on Critical Thinking Skills and Learning Outcomes - Research","","Study examines how the Challenge Based Learning model affects critical thinking skills and history learning outcomes. Using a quasi-experimental Pretest-Posttest Non-Equivalent Control Group design, data were collected with product assessment instruments and learning outcome tests. Sample selection applied simple random sampling to determine control and experimental classes. ANCOVA results show a significant effect on both variables (sig 0.00 \u003C 0.05), and the model is recommended as an alternative innovation for history instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-the-challenge-based-learning-model-on-critical-thinking-skills-and-learning-outcomes-research/591913/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-the-challenge-based-learning-model-on-critical-thinking-skills-and-learning-outcomes-research/591913.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the objective of the study?","Question",{"text":112,"@type":113},"To examine the effect of the Challenge Based Learning model on students’ critical thinking skills and learning outcomes in History learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design and analysis method were used?",{"text":117,"@type":113},"A quasi-experimental Pretest-Posttest Non-Equivalent Control Group design was used, with ANCOVA as the data analysis technique.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the control and experimental classes determined?",{"text":121,"@type":113},"Sample determination used simple random sampling, and homogeneity testing led to selecting the control class and experimental class.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591913,1792165291,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","The Effect of the Challenge Based Learning Model on Critical Thinking Skills and Learning Outcomes  \nShohib Furqon Farizi  \nFaculty of Teacher Training and Education, University of Jember, Indonesia, [shohibfurqon@gmail.com](shohibfurqon@gmail.com)  \nNurul Umamah  \nCorresponding author, Faculty of Teacher Training and Education, University of Jember, Indonesia, [nurul70@unej.ac.id](nurul70@unej.ac.id)  \nBambang Soepeno  \nFaculty of Teacher Training and Education, University of Jember, Indonesia, [bsoepeno2013@gmail.com](bsoepeno2013@gmail.com)  \nThis study aims to examine the effect of the Challenge based learning model on Critical thinking skills and learning outcomes in History learning. This research type is a quasi-experimental design with a Pretest-Posttest Non-Equivalent Control Group. The population were students of class X IPA 1, X IPA 2, X IPA 3, X IPA 4 and X IPA 5 at SMA Unggulan Haf-Sa Zainul Hasan BPPT Genggong. Determination of the research sample using simple random sampling to determine the control and experimental classes. Based on the results of homogeneity test of the five classes, the control class and the experimental class were determined, namely Class X MIPA 4 and Class X MIPA 3. In the experimental class, treatment was given using the Challenge based learning model and Control Class using problem-based learning. The research data used product assessment instruments and learning outcomes tests. The data analysis technique used ANCOVA. The results of ANCOVA analysis concluded that the Challenge Based Learning model had a significant effect on Critical thinking skills and student learning outcomes in History learning with a value (sig 0.00 \u003C0.05) because Challenge Based Learning emphasized thinking skills to create new knowledge from learning experiences and Challenges Based learning which can instruct students' thinking skills. This study recommends the implementation of Challenge Based learning model as an alternative innovation in the history learning process.  \nKeywords: challenge based learning, critical thinking, effect, history learning, learning outcomes  \nINTRODUCTION  \nThe paradigm of learning history in the 21st century makes fundamental changes as transformation era. Transformation occurs in learning objectives, learning processes, and the role of educators. Learning objectives and processes focus on efforts to optimize student competencies (Umamah, et al., 2021) . The learning objectives shifted from being able to only understand factual and conceptual knowledge to grow critical thinking skills in students (Cummings, 2019; Umamah, et al., 2020) . The role of educators shifts from Teacher Centered Learning to Student-Centred Learning (Farizi et al., 2021). Students are facilitated to play a role in the surrounding environment, become problem solversand be ready to face the challenges ofthe times. Thus, critical thinking skills become the primary skills needed by students in dealing with a more complex real world. The urgency of critical thinking skills in history learning is a means for students to make historical interpretations, be critical in choosing  \nCitation: Farizi, S. F., Umamah, N., & Soepeno, B. (2023) . The effect of the challenge based learning model on critical thinking skills and learning outcomes. Anatolian Journal of Education, 8(1), 191-206.  \n[https://doi.org/10.29333/aje.2023.8113a](https://doi.org/10.29333/aje.2023.8113a)  \nhistorical sources and connect history with the present (Kamarga, 2018) as well as a material consideration to live life in the future more wisely. This transformation is a challenge that educators must help students for preparing life in the future.  \nProblems arise when the findings of previous research indicate the low critical thinking skills of students (Saputri et al., 2019; Silviariza et al., 2021; Umamah, et al., 2021) . This is due to educators'low ability to facilitate students to think critically. History educators do not use Innovative learni","cbCaisgpbgTx4Mfb","https://ap.wps.com/l/cbCaisgpbgTx4Mfb","pdf",294583,16,"English","# Introduction\n## Research aim and design\n## Problem background\n## Findings from prior studies\n## Research rationale","[{\"question\":\"What is the objective of the study?\",\"answer\":\"To examine the effect of the Challenge Based Learning model on students’ critical thinking skills and learning outcomes in History learning.\"},{\"question\":\"What research design and analysis method were used?\",\"answer\":\"A quasi-experimental Pretest-Posttest Non-Equivalent Control Group design was used, with ANCOVA as the data analysis technique.\"},{\"question\":\"How were the control and experimental classes determined?\",\"answer\":\"Sample determination used simple random sampling, and homogeneity testing led to selecting the control class and experimental class.\"}]","The Effect of the Challenge Based Learning Model on Critical Thinking Skills and Learning Outcomes - Research | PDF",1792073464]